Influential Factors on Children's Reading and Writing Development: The Perspective of Parents in a Swedish Context

Autor/inn/en	Axelsson, Annika; Lundqvist, Johanna; Sandberg, Gunilla
Titel	Influential Factors on Children's Reading and Writing Development: The Perspective of Parents in a Swedish Context
Quelle	In: Early Child Development and Care, 190 (2020) 16, S.2520-2532 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Axelsson, Annika) ORCID (Sandberg, Gunilla)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2019.1590348
Schlagwörter	Reading Skills; Writing Skills; Parent Attitudes; Foreign Countries; Preschool Children; Parent Influence; Ability; Parent Participation; Peer Influence; Play; Teacher Influence; Sweden + Suchen Sie Ihr Suchwort? Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Elternverhalten; Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Fähigkeit; Fertigkeit; Elternmitwirkung; Spiel; Schweden
Abstract	Early reading and writing skills are important in order to develop and succeed, both in school and later on in life. The aim of this study was to shed light on influential factors on children's reading and writing development from the perspective of parents. Bronfenbrenner's bioecological model for human development was adopted as a theoretical framework. The researchers made use of retrospective life-history oriented interviews with 27 parents conducted as part of a larger research project in Sweden. In the interviews, the parents described factors that can be interpreted as being influential. A thematic analysis technique generated nine themes: Child's abilities and engagement; Genetics and parents' abilities; More able siblings and peers; Involved parents and grandparents; Teacher competence, attitude and collaborations; Social climate in preschool and preschool class; Free play and child-initiated reading and writing activities; Toys and books; and Extra support provisions and stimulation. Implications are discussed. [The study was presented at the Nordic Educational Research Association (NERA) that took place March, 8-10, 2018 and will be presented at the Conference on Literacy to take place August, 4-7, 2019.] (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01